| Abstract [eng] |
Topic of the master thesis: school community involvement in preparation for the inclusive education. Subject of the thesis. School community involvement in the preparation for the inclusive education. Aim of the thesis is to investigate the preconditions and possibilities of school community involvement in preparation for the implementation of inclusive education. The aim of the thesis is achieved by addressing the following objectives: 1. To analyse the theoretical aspects of inclusive education. 2. To justify the role of the school community in developing an enabling environment for inclusive education. 3. To uncover experiences of school community involvement in preparing for inclusive education. Methods of the research. The research uses an analysis of academic literature, documents and legislation in order to examine the theoretical aspects of inclusive education and to justify the role of the community in creating an enabling environment for inclusive education. A qualitative approach was chosen to conduct the empirical study. A case study strategy was applied. Document analysis for data collection, and in-depth interviews with pupils’ support professionals were used in order to uncover the experiences of pupil support professionals in creating an inclusive school environment and collaborating with other community members. Semi-structured interviews were applied with teachers and parents of pupils to reveal views of the teachers and parents on the concept of an inclusive environment, the assessment of the situation of involvement in inclusive education and the anticipation of opportunities for involvement in preparation for inclusive education. The reflections of the school administration representatives are used to reveal the assessments of this group of research participants on the involvement of the school community in the implementation of inclusive education and to find solutions to the problems in the preparation for the implementation of inclusive education. Content analysis was chosen to analyse the data of the research. Results of the research. The research revealed that school leaders, in preparation for the implementation of inclusive education, have studied the legislation in detail, and have studied the essence and principles of inclusive education at the theoretical and practical level. Together with the school community, they have been working on improving and developing the social, emotional, psychological and physical environment of the school. However, the development of the social environment highlighted problems related to the attitude of parents/guardians towards cooperation. There is a lack of cooperation, understanding, and willingness to help the child as well as tolerance and empathy towards other children. The research revealed that teachers strive to understand the concept of inclusive education and apply it in their practice, focusing on the inclusion of each pupil in the educational process. Teachers stress the importance of creating inclusive physical, social, emotional and psychological environments to ensure the effective implementation of inclusive education. Teachers cooperate with colleagues, pupil support specialists and parents/guardians of pupils. The research revealed that teachers use a variety of teaching methods to motivate students, but also to create an inclusive learning environment that encourages students to be active and engaged. It should be noted that in order to successfully implement inclusive education, teachers need certain conditions to be present: a sufficient number of pupil support specialists and teaching assistants, continuous professional development, sharing of experience among colleagues, the creation of an inclusive learning environment, and culture of cooperation between parents/guardians and school. The research indicates that pupil support professionals are actively involved in projects and use a variety of methods to improve pupils’ competences, foster community and creativity, and contribute to their emotional and social well-being. Pupil support specialists work with teachers and other school personnel to discuss pupils’ development, behaviour and well-being. However, cooperation with parents/guardians is difficult because some parents are unwilling to acknowledge the problems of their children, avoid changing their parenting methods and do not recognise the need for help. It should be noted that in order to successfully implement inclusive education, pupil support specialists need certain conditions to be in place, such as a sufficient number of positions and the availability of special means necessary to work with pupils with different needs. Parents/guardians stress that social, emotional and psychological well-being of the children at school is positive, but they also note challenges related to integration into peer groups and emotional difficulties. The research also shows that parents/guardians of pupils are positive about the teaching methods used by teachers, which help children to better memorize and understand the material, and the lessons that encourage creativity and independence of the children. They noted that children receive help from their class head-teachers, from professionals such as social pedagogues, speech and language therapists and psychologists, as well as from friends and classmates. Parents/guardians of pupils stressed the need to develop an inclusive school culture in order to implement successful inclusive education. They suggested the use of digital and visual aids in the classroom, introducing more non-traditional lessons, creating spaces for relaxation and concentration, increasing the number of support specialists (speech and language therapists and psychologists) and teaching assistants, and fostering tolerance, respect and mutual understanding. |
